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Special Education Coordinator

Interview 12/20/12
by

Mike Sunquist

on 16 April 2014

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Transcript of Special Education Coordinator

Mission Statement
Special Education Coordinator
Mike Sunquist
Oak Lawn Community High School

OLCHS Special Education department exists to…

Facilitate student success

Foster and promote self advocacy skills while addressing learning differences

Prepare students to become productive members of society
Vision for a fully aligned curriculum
Starts with our “learning targets”
Write maps/guides/lessons/tests
Incorporate common core reading/writing into all subjects taught
Generalize all SEL learning standards into curriculum
Consistency with our maps/guides come from PLC’s
SPED mirrors regular education curriculum
Content based vs. Skill based
Emphasis on “non-negotiable” set of student skills
Establishing, monitoring, and maintaining
Build consistency with Unit Learning Targets, Common Assessments, etc.

Starts with my vision for our PLC

Strong presence in instructional teams

Set with strong foundation/guidelines/expectations

Best teams are “player driven”

Team leadership
Pedagogy
Formal observations
Informal observations
Bigger presence in classrooms
Direct knowledge of happenings in department
Sharing of ideas among department and school wide
Learning strategies, accommodations, lessons, student needs
“Learning Behavior Specialist”
Professional Learning Community
Slow start
SPED is one large team
Teach all different subjects
Considered several options at start
We are working on learning targets/common core alone
Using mastery manager alone in our subject areas
Teachers feel like they are on an “island”

Teachers working in isolation replicate and duplicate effort. They work hard, but not smart (DuFour, DuFour & Eaker, 2008).
Professional Learning Community
SPED is a different “animal”/treated like such
Mirror regular education curriculum
Mostly use the same text books with adapted materials
Break up into content based instructional teams
Chance to learn from content area specialists
Last two years/alignment of curriculum to reg. ed.
17 sections of co-taught classes (most ever)
Only 2 of 12 teachers DO NOT co-teach
teachers see more of a need to meet with content areas
Professional Learning Community
Benefits students and teachers alike
With content-based teams, teachers align more to curriculum
Not stuck in ways and have been open to change (English)
Stevenson example (Team Leaders are on board)
Meet w/ content area instructional teams
Every 2nd/3rd week meet with SPED
IEP goals/objectives/updating
Transitional planning
Student needs/accommodations/strategies
Review and assess ourselves
Student Assessment
“FOR” learning
Tool for teacher/student
Feedback to guide instructional practices
Team created and analyzed
Mastery manager ID deficiencies
Must involve students in process
Pre/Post tests (vocab, unit, chapter)
Item analysis to re-teach for mastery
“OF” learning
Common unit exams
final exams
Mastery manager ID deficiencies
Standardized measures
Explore, Plan, PSAE
Illinois Alternative Assessment (IAA)
Test Day (April 24th)
Summative Assessment
Formative Assessment
Academic Interventions
SPEED (DuFour, DuFour, Eaker, & Many, 2006)
Systematic- schoolwide/department wide
Practical- available resources (time, money, space, staff)
Effective- available, operational, flexible
Essential- focus on curriculum targets
Directive- mandatory

RtI
three tiered system before initial evaluation
evidence-based interventions at all levels of RtI
Department Interventions
Peer Tutoring
Guidance Counselors
Case-Manager
Resource Rooms
Advocacy
Half-Period LRP/ILRP Resource Rooms
Full Period LRP/ILRP Tutorials
Re-teaching skills
Use standardized tests, teacher observations, and school achievement to place students within the LRE.
Measureable and observable IEP goals
IEP goals are skills-based
AIMSWEB (CBM)
Measures IEP goals and objectives bi-weekly
Maze comprehension
Reading fluency
Math calculation
Math problem solving/higher order questioning
Special Education Assessments
Transition Planning
Transition manual assessments
CITE, Learning Style, Interest Inventory, Career Cluster
Student interviews/parent interviews
Required by law/ 14.5 yrs. or older
Assessments and interviews must guide students 4-year course plan
ESTEPS-
Must have data to show that student has reached vocational independence
ESTEPS
Web based software designed to benchmark real-time student success
Monitors goals and objectives with task analysis data
Must have data to show that student has reached vocational independence
Data driven (dept., school)
Voc skills, ILRP OJT, employers, Social work, OT, PT
Easy IEP
Written IEPs for 6 years
Write INDIVIDUAL, measurable, and observable goals every year
BIP
FBA
Amendments
Course scheduling, SPED minutes (report to AERO)
Summary of Performance (graduation or cert. of completion)
Domain/(3 yr. re-evaluations)
Case studies (initial evaluations)
Discipline (Manifestation)
Intake meetings
504 plans
Transition planning
Transportation
Related services OT, PT
8th Grade Annual Reviews
Simmons
OLHMS
State reporting
Easy IEP and Compliance
District’s compliance to the law (major role)
Must ensure compliance to all state and federal laws
Record keeping (7 years)
Teacher evaluations
Transition plans/surveys
Parent surveys

Easy IEP (fax/scan) keep data
IePoint

Funding and Child Tracking System (FACTS)

Software designed to allow SPED Coops/Districts to manage/analyze/transmit SPED data to the state

Experience is limited

AERO uses IePoint and transmits data for us
IePoints (FACTS)
Knowledge
Everything has to be coded differently (accurately)
Open a case (finish within 60 days)
Start a case in the spring, must meet before first day of school
Lose money with errors

Options
Continue to have AERO submit data
Take control and do it ourselves
Eliminate middle man (mistakes)
Have personal control over our own data and funding

Responsibility will fall on SPED Coordinator and Michele Domel (training)
Special Education Profiles (OLCHS)
We can’t control who gets “off the bus”
Response needed
Autism trend
2008/2009- District 6.36
2009/2010- District 8.23
2010/2012- District 8.84
2012- Continues to rise for districtILRP Freshmen
ASD rising in Coop and in State

Rising Nationally...
Autism Spectrum Disorder Nationally
According to National Autism Association
1-88 children identified with ASD
1-54 boys
23% increase from 2009
Centers of Disease Control & Prevention
Autism Spectrum Disorder & Our Response
16 students out-of-building at 4 different placements
More than 10 students in building

Future Service Delivery Changes
Having an ASD self-contained room
Student needs vary greatly (1 on 1/inclusion)
Staffing
Teacher (s)
Instructional assistants
Intellectual Disability
2008-2009- District 13.18
2009-2010- District 13.85
2010-2011- District 15.35

Nationally, 17% increase from 1997-2008
According to American Association of Intellectual Disabilities (AAIDD)

2012-ILRP classes are up to 13 students (highest in 8 years)
Add sections of ILRP
Increase staff or training of staff
Course scheduling for 2012-2013
Emotional Disability &
Specific Learning Disability

Slight decrease in Emotional Disability over 3 years
Most initial evaluations in HS are for ED
Good trend (SLRP room has been effective)


Slight decrease in Specific Learning Disability over 3 years
Result of academic interventions by staff (RtI)
Good trend/most students are already identified by HS
Least Restrictive Environment
Philosophy follows LRE of IDEA (2004)
To the maximum extent appropriate, children with disabilities, are to be educated with children who are nondisabled
Special Classes, separate schooling, or other removals from the reg. ed. environment occurs only when the nature or severity of the disability is such that student needs cannot be achieved satisfactorily.
School districts must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for SPED and related services
Service Delivery Model
General Education setting w/ supports

General Education setting w/ special educator (co-teach)

Self-Contained classes w/ some mainstream classes

Completely self-contained

Outside placement
Inclusion
50% of all SPED students should be in 80% of Gen. Ed. Classes
Raised our numbers by adding more co-teach sections (17)
Need to be cognizant of student inclusion
Service Delivery Model
Gen. Ed. setting
Gen. Ed. setting with supports
Self-contain with inclusionary classes
Total self-contain
Out-of-building placement
Current Placements
AERO/EP (7)
FALP program (5)
Easter Seals (2)
Acacia (5)
Addison Trail (blind) (1)
Pride (ED) (15)
Residential (1)
Hinsdale South (deaf) (1)
Hillside (1)
Elam (autistic) (8)
Reavis (18-22yrs.) (12)
McNeal (2)
245 Total SPED Students
Including 60 out of building
Out-of-Building Placements
Provide resources and programming to service students at OLCHS
Follow the guidelines of IDEA (FAPE & LRE)
Placement is ultimately decision of the IEP team
Parents
SPED teacher
Regular Ed. Teacher
Psychologist
Counselor
Social Worker
LEA representative
IEP team makes final decision
Serve as student advocate (protect student)
Some people want student removed faster than he/she should be
Placement & Monitoring
Placements
Variety of different placements
Want to keep students as close as possible
Most important aspect is finding placement that meets the student’s need appropriately
Monitoring
Write in specific monitoring and progress aspects into IEP to determine when student is ready for mainstreaming
Case-manager for these students (biggest case-load)
Similar to case-manager in house
Send you attendance, grades, discipline, etc.
Contact you about transportation (bus is late)
Why Mike Sunquist?
Relationships and Experience
Teaching Staff
Parents
AERO
Support Staff
Counselors and Social Workers
Related Service Personnel
District 229
Simmons/OLHMS (SPED)
Rich Lee
STUDENTS***
Recent classroom experience
Evaluations
Can start in January
7 month head start
Flexible
Organized
“Find a Way”
Time Management
out-of-building (Voc)
Meetings
Not just a job
Eligibility Assessment & Determination
Linked to Domains...
Academic Achievement:
Wechsler Individual Achievement Test—Third Edition; Curriculum-Based Measurements; Conners (attention concerns)
Functional Performance:
Behavior Assessment Scale for Children; Vineland (adaptive functioning skills for ILRP students—we use for all intellectually disabled)
Communication:
CELF (Speech and Language Impairments)
Cognitive Abilities:
Wechsler Intelligence Test for Children—Fourth Edition; Wechsler Adult Intelligence Scale- Fourth Edition; Wechsler Nonverbal Ability Scale (nonverbal students, ASD students); Wechsler Abbreviated Scale of Intelligence (a lot of initials with no intelligence concerns to rule out); Test of Memory and Learning (neuropsychological test); Berry Visual-Motor Gestalt Test (Visual-Motor Integration)
Health:
Nurse uses a health history form
Hearing/Vision:
nurse screens—must be completed within one year of reevaluation
Fine/Gross Motor:
referral for occupational therapy evaluation through AERO
Social Emotional:
Children’s Depression Inventory; Behavior Assessment Scale for Children; Parent Interview; Student Interview
Curriculum Progression
From Standards to the Classroom
Establish the common core standards you are using
Create the learning targets from those standards (content/skills)
Create your maps/guides/lessons/activities/assignments/tests using those learning targets
Right now, we are just trying to match our tests to standards...
Curriculum Progression Example
LRP English III (Atkus, Sidlow)
Common Core State Standards for English and Language Arts
Writing Standards 6-12 (Grades 11-12)Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Developed Learning Targets
Student Self-Assessments
Formative Assessment
Assignment only used in LRP English III right now
Big reason why we need to meet with content area more
We can share ideas both ways
Target Points
Student Self-
Assessment
Assignment
-formative assessment for teacher and student
Students always need to
be accountable and responsible
LRP English III
Romantic Period Research Paper
Graphic Organizer
Content-based
Skill-based
Application of Common Core Standards to
Students with Disabilities
Students with disabilities must still be challenged to excel within the general curriculum
Standards provide opportunity to improve access to rigorous academic content
How high standards are taught and assessed is the most important (instructional practices)
In order for our students to meet such high academic standards we must...
provide support and related services to access gen. ed. curriculum
IEP annual goals aligned to facilitate grade-level academic standards
Prepared teachers to deliver high quality, individualized instruction
According to corestandards.org...
Present
Future
Future
LRE
References
DuFour, R., DuFour, R., & Eaker, R. (2008). Professional Learning Communities at Work. Bloomington, IN: Solution Tree.
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006) Learning by Doing: A Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree.
Full transcript